摘要:本文不仅对儿童语言能力发展的三阶段进行了详细的阐释,同时给儿童语言学习提出一些科学实用的建议,使广大家长从中获益。也是儿童语言研究者提供了有效的资料与准备。
nt language development have stage and continuity, suitable duplicate training can play an enhanced role, progressive approach, and extension to the content, contribute to infant language development. At the appropriate time, using scientific methods, the baby can develop a second language area. The following language will tell you specific content of the training during the infant stage of development.
In order to create sound conditions for the child and encourage them to pronounce this stage of development of language training can take the following measures. The first is carefully caring for children to maintain a good mood if the child always hungry, wet and pain and other adverse conditions, they only be crying, will not have the language to voice training. The second, Parents had better talk to their infant with a pleasant tone of voice and expression. During this period, the child doesn’t understand the words of adults, and can not learn to follow words, but it is good for children to talk to them. Children can see the mouth when you speak, hear your voice issue, which helped him later to imitate sounds. And when you are in a pleasant tone and facial expressions speaking to children, often caused them in a happy emotion, sometimes he sounds a simple answer you. Even if they do not answer you, because you create a good emotional state for them, it will help their spontaneous pronunciation.Language training for infants, except talk with them in their daily life, parents also can speak and teach them combine environmental awareness and activities. Such as teach baby understanding of daily necessities, toy, and confirm his name and so on.
Chapter 3 Language Development in Early Childhood
3.1 Conversation understanding in young childhood.
Because there is a gap between adults and children in conversational experience, there are a problem how adults should pose questions to children to determine the nature of conceptual knowledge. In the processes of conversation understanding in early childhood, children need to recognize implications that adults are making a sarcastic comment since he has done precisely the opposite. The key issue of development of conversational pragmatics is finding these implications.
How do children’s ability to distinguish between reality and the phenomenal world appearances in their conceptual development? This issue is most concerned area about children’s’ limitations. When children 2 years old. They can display a grasp of the appearance-reality distinction. And from 2 years, they increase their knowledge about the world of people and things via their understanding of language, in contrast, their knowledge of world also help increasing their language abilities.
When face some questions like the links between reality and appearance. Children’s answers reflect a response bias pattern that may be characterized in terms of phenomenism. For example, when answer the yes-no type question, they usually lead to a yes bias. Therefore, the age of 3 years is a period of developmental transition in their response tendencies toward answering yes-no questions.
As a conclusion, we think that the links between children’s’ conversational understanding and responses to task designed to evaluate their conceptual development. Systematically taking issues of conversational understanding into account promis
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